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Lesson 19 - Unit 4

Teachers: Grace Chang, Yinan Gong


Level: Intermediate 4 (I4)
Date/Time: Monday, November 3, 2014, 7:10 - 9:10pm
Goal: Students will practice using integrated skills through the introduction/ warm-up activity of
unit 4 - Childs Play in order to activate background knowledge and have a better
understanding of the unit theme.
Objectives (SWBAT):
Students Will Be Able To
1. Talk about the people, ideas, and vocabulary associated with child prodigies in order to
activate background knowledge.
2. Listen to an audio clip on IQ tests and try to complete a listening comprehension activity.
3. Talk and listen with the teacher and the class about their knowledge, experience and opinions
regarding child prodigies by watching a documentary on a specific child prodigy
4. Understand new vocabulary in the unit through guessing word meaning in context
Theme: Childs Play (Introduction & Warm-up)
Extensions: 1) Read a short novel for research purpose. Directions will be given in detail
2.
Finish watching the documentary film if they are interested
Aim/Skill/Microskill
Review

Activity/Procedure/Stage
Interaction Time
-T will review with Ss the unit 3 test by T-SS
10
going over some answers and asking
min
three students who did a good job on the
written portion of the test to share their
letter of application with the rest of the
class by writing it on the white board.
-T will review with Ss why those three
letters are well written and explain to Ss
(10)
that that should be the level of writing
they are at for level I4.

Activity 1:

1.1 Pre-Stage:
-T activates Ss background knowledge
on the units theme by introducing the
word prodigy and asking Ss if they
know of any famous child prodigies. T
may provide examples.
-T then asks Ss to provide some
vocabulary words that come to mind
when thinking of prodigies and writes

Speaking Activity Activating Background


Knowledge

T-SS

5 min

those words on the board including


intelligence, IQ, talented, skilled, etc.
-T now says we will be watching a short
video on a teenage prodigy who is fluent
in 20 languages. Ss are asked to pay
close attention and share with the class
what they have learned (1. What traits
do child prodigies have, 2. What are
some learning techniques they own). Ss
are asked to takes as necessary.
1.2. During Stage:
-T plays the video while Ss listens
closely
-T stops the video and engages Ss in
class disucssions while answering
questions or clarifying points in the
video

Transition to #2:
T says, Now that we have
learned a little more about child
prodigies, we are going to listen
to an audio clip about tests that
are given to test ones
intelligence.

Activity 2:
Listening Activity - IQ tests

1.3 Post-Stage:
-T rounds up the class for class
discussion on what they have learned
and what thoughts they have.
Tangible Outcome & T. feedback/peer
feedback:
The tangible outcomes are the notes that
the Ss take while watching the video
including things they have learned, some
key words, questions or thoughts. T and
peer feedback are given during group
dicussions.

SS & T-SS 10
min

SS-SS
10
min

(25)

2.1 Pre-Stage:
5 min
-T asks Ss to read the instructions for the T-SS
listening activity on pg. 33 in the
textbook.
-T reviews and previews the questions
and answers for the listening activity
and asks Ss if they have any questions.
SS & T-SS 10
2.2. During Stage:
min
-T plays the audio clip twice while Ss
listens attentively and circles the correct
answer.
-T will walk around the classroom to
make sure students are following the

activity.
SS-SS
2.3 Post-Stage:
-T asks Ss to go around the circle to
answer the questions and provide
reasons why that is/what they have
heard. Ss will be sharing with each other
their answers while T facilitates the
discussion (student led). T may replay
segments of the audio for clarification.
Transition to #3:
T says, As we have heard in the
audio clip, one of the tests
administered to test for
IQ/intelligence is the StandfordBinet Test. Here is a link to the
website that you are free to take
at home.

Activity 3:
Figure it out

10
min

(25)

Tangible Outcome & T. feedback/peer


feedback:
The tangible outcomes in this activity
are the answers they circle in the
textbook regarding what they have
heard. It demonstrates whether they
have fully comprehended what the audio
clip is about. Peer and T feedback are
given when reviewing the answers. Ss
may help each other clarify while T
facilitates.
3.1 Pre-Stage:
T-SS & SS 5min
T gives ss the link to the
Stanford-Binet Test and asks
them to check it out if interested
Link: http://www.stanfordbinet.net/
T reminds the class that
prodigies are children with
remarkable abilities or
intelligence.
T asks ss to name as many
adjectives as they can to describe
a child prodigy (smart,
intelligent, exceptional,
remarkable, extraordinary,
gifted, talented)
T says that these prodigies shares
many characteristics and other
things in common and has ss
figure out what the
commonalities are by doing a
group activity
T gives the directions of the
activity

Introduction:
Step 1:
Work in groups
Each group receives a short
article about a prodigy
Read the article and fill out the
information chart in groups
Step 2:
Now, form new groups with one
student from each of the original
groups
SS-SS
Ask for and give information
regarding each prodigy and fill
out the rest of the info chart

15min

3.2. During Stage:


Ss work in groups, read the
article and fill out the info chart
T will walk around to monitor
3.3 Post-Stage:
T share their answers by
responding to Ts questions:
1. What do these prodigies share in
common? (Start at an early age,
High IQ, have many fields of
interests, focus on one subject,
etc)
2. What are the common fields of
interests; educational needs? (T
asks ss to write down their
answers in the chart on pg 34 in
the textbook)
T has ss complete the vocabulary
check exercise on page 35 in the
Transition to #4 or Wrap-up:
textbook regarding the article
So, just now, we discussed
they have just read
some of the fields of interest that
the child prodigies often share in
Tangible Outcome & T. feedback/peer
common, for instance, math,
feedback:
music, sports, etc. But can you
Tangible outcome: the adjectives
imagin a child showing talent at
associated with prodigies ss
a young age in medical science?
listed on the board that ss came
Lets watch a part of a
up with, the info charts ss fill out
documentary about a 7 year-old
during and after the group
genius surgeon.
activity and the vocabulary

T-SS

10min

(30)

Activity 4:
Video Watching & Class
discussion

exercise ss completed
Peer feedback will be given
during the group activity when ss
share the important information
from their readings; T feedback
will be given during the group
activity when ss ask questions
regarding the reading as well as
during the post-stage when ss
share their answers and respond
to Ts questions.
4.1 Pre-Stage:
T-SS&SS T gives a brief introduction to
SS
the child prodigy in the
documentary film Akrit Jaswal/
T has ss read aloud the
introduction and asks ss what
they think of this child prodigy.
T then gives out the critics that
this child prodigy has been
received and asks them to think
about the question given at the
end of the critics when watching
the video

Introduction:
Born April 23, 1993, Jaswal never
attended medical school, and yet in his
native country of India, he is widely
known as a physician. When he was very
young, instead of starting with crawling,
he skipped right to learning how to
walk. At the age of 10 months, he said
his first words. By age 4 he was reading
Shakespeare. When he was 7, he met an
8-year-old girl whose fingers had been
burnt as a baby and fused together. He
performed an operation to separate her
fingers -- that same year. Today he
pursues degrees in botany, chemistry
and zoology at Punjab University,
Chandigarh, India, making him India's
youngest university student. He hopes to
one day attend Harvard.
Critics

10min

But Akrit has his critics and plenty of


people are sceptical about the claims
made on his behalf. Some say he is just a
very bright boy with an exceptional
memory but no real gift for science.
Others claim he is the victim of pushy
parents who stole his childhood.
Being so intellectually gifted comes with
a heavy burden of living up to other
peoples expectation. He has been told
that he must do something great with his T-SS&SSlife, and has made it known that he
SS
doesnt always feel positive about
having his life predetermined in such a
way. Is that the price one must pay for
being a prodigy?
4.2. During Stage:
Ss watch the video
T will pause several times during
the video to ask ss opinions
regarding to some questions and
if they need any explanations or
clarifications.
Questions:
1. Whats the main characteristic
this child has that makes him
T-SS&SSdifferent from other children of
SS
his age? (Early developer, fast
learner/learning speed)
2. Whats Akrits goal? (remove all
those screams, the agony, the
pain from humans; if provided
with a lab, within two or tree
years he will be able to develop
a chemical drug that will be able
to modify the human genome and
replace the defective genes with
the normal ones and cure
cancers) 8:00 jump to 10:00 (1.
develop the cure of cancer and
Aids and cure each and every
man suffering with these diseases
throughout the world; 2. to get
the Nobel Prize at the youngest
age forever; 3. conduct

15min

5min

(30)

researches, and shall be


successful in curing each and
every human disease
3.
What do you think of this childs
goal? (too ambitious? unrealistic)
4.
What lesson did he learn from
visiting London, doing research with
professors in the hospital? 41:00 (that
he was being unrealistic but still wanted
to pursue his goal of curing the cancer
in twenty or more years instead of two,
etc.)
5.
Whats one of the problems
mentioned by the professor that most
child prodigies have. (The worries that
they are going to burn themselves out
Transition to Wrap-Up:
T says, Today, we have learned too quickly because they are special;
theres nothing wrong with taking a
a lot about the theme of child
shortcut)
prodigies. Please keep that in
mind as we proceed with the rest
4.3 Post-Stage:
of the unit. For tonights
T asks ss to share their opinions
homework, we will be asking
after watching the video and tells
you to read some articles for a
ss to explore more about this
project conducted by a fellow
child prodigy if they are
researcher.
interested
Tangible Outcome & T. feedback/peer
feedback:
Tangible outcome: Response ss
gave to the discussion questions
regarding the documentary film
on the child prodigy.
Both T and peer feedback will be
given when ss share their
opinions regarding the Indian
child prodigy based on the
reading and the documentary
film.
Wrap-up

Lesson Evaluation Procedures:


Assignment: Read a short novel for
research purpose.

Directions:
Two groups
Group 1 read article 1; group 2
read article 2
Group 1 cannot refer to any
types of dictionary or other
materials when reading the
article
Group 2 can use dictionary but
dictionary (printed or online)
only when reading the article to
look up words they dont
understand
Finish the reading in 50 minutes
Materials:
Dry-ease marker and eraser
Graded unit test
Activity Slides
Video link
Figure it out worksheet
Short novel for research
Anticipated Problems & Suggested Solutions:
For the video watching and class discussion activity, ss may find it hard to understand everything
in the video. Solution: T will tell ss that they dont have to understand everything but just get the
main idea and important information regarding the child prodigy introduced in the video. T will
also pause several times during the video to give explanation or clarification as necessary and
lead class discussion to help ss better understand the content.
Contingency Plans (what you will do if you finish early, etc.):
If we finish early, we will let the ss continue watching the documentary film and do more class
discussion
Post-Lesson Reflections:
Students really enjoyed watching the videos (both). Most of them were very engaged in the
discussion during and after watching the video. They were able to draw from their own
experience and contribute many good ideas and opinions. However some of them were still too
shy to speak up during the class discussion. Due to the time limit, we were not able to call on
every one to give their opinions but we definitely need to give more chance to students who
hesitate to speak up in class next time.

Lesson 20 - Unit 4
Teachers: Grace Chang, Yinan Gong
Level: Intermediate 4 (I4)
Date/Time: Wednesday, November 5, 2014, 7:10pm - 9:10pm
Goal:
The goal of this lesson is for students to understand that in speaking and in conversations, they
can use confirmation questions, statements, and various intonations to either ask for or express
their understanding of something.
Objectives (SWBAT):
Students Will Be Able To
1. ask questions to confirm listeners understanding as well as provide statements to indicate
understanding/lack of understanding.
2. recognize different intonations and tones and the functions they are expressing
3. use different intonations and tones to express different functions and feelings
Theme: Childs Play (Speaking & Pronunciation)
Extensions: Ss will further familiarize with the theme and practice their intonation by doing
exercises in the workbook.
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review and Preview

Linking & Transitioning to rest of


T-SS
lesson:
T reviews what Ss learned last class by
asking Ss, Who can remind the class
what we learned last class? What is the
theme of this unit? What are some of the
key vocabulary words that are associated
to this theme?
T will write down some of the key
words. T now transitions into todays
unit by stating, Great! Today we will
focus on speaking and pronunciation.
First we will start with speaking, which
will require you to explain some
intelligence questions, like the one we
did in the last class, and have you and
your partner check for understanding
using specific questions and responses.
Before we start that activity, lets learn
how in conversations we can ask

Time
5 min

(5)

questions and provide statements to


check for understanding.
Activity 1:
Speak Out:
Confirming Understanding

1.1 Pre-Stage:
T-SS & 10
T explains that in conversation,
SS-T
min
you check to see if listeners
understand what you are saying
and if you are the listener, you
can also show that you either
understand or dont understand
what the other speaker mean.
T refers to the PowerPoint and
presents some questions for
asking for understanding. T reads
the examples and asks Ss to
contribute some other questions
and writes it on the board.
T reviews sentences that indicate
understanding and lack of
understanding and this time calls
on Ss to read it out loud to the
class. Again, T will ask Ss to add
some more sentences of their
own and writes it down on the
board.
T reminds Ss that statements
indicating understanding and
lack of understanding can be
used to respond to questions or
be used on their own.

T now demos by using this math


question:
( 5 + 2 - 3 ) x 6 = 24
T starts explaining the how to get the
answer:
1. First, I added 5 and 2 and got 7
2. Then I subtracted 3 from 7 and
got 4
3. Q: Do you understand so far?
[T pauses and elicit one of the
expressions from the Ss for indicating
understanding]
4.
After I got 4, I multiplied it by 6
and got the answer 24.
5.
Q: Do you see what I mean?

[T pauses and elicit one of the


expressions from the Ss for indicating
understanding]

SS-SS

Transition to #2:
T says, Now that we have had
some practice using the
confirmation expressions, we are
now going to give you a task of
explaining how to play a game and
you will need to again use those
confirmation expressions to make
sure your partner understands you
and your game.

T now passes out the handout


and provides instructions to the
main activity. T asks Ss to read
the directions on the worksheet.
T then provides the following
directions, which will also be
displayed on the PowerPoint:
1. On your own, solve the three
questions.
2. With your partner, take turns
explaining how you got the
answer.
3. Write down the questions that
your partner asked to check for
understanding AND what your
partner said to indicate
understanding/lack of
understanding.

9 min

SS-SS
6 min

T now splits the group into pairs


and remind them they will only
have about 10 minutes to
complete this activity.

1.2. During Stage:


T gives Ss about 3 minutes to
solve the problems individually
and then ask them to start
explaining the problem to their
partner.
While Ss are working in pairs, T
will walk around listening in and
taking notes on global errors
while also giving feedback on
their speaking. T may choose to
address these global errors at the
end of the lesson or save it to a
reteaching point or review in the
next lesson.
Note: The purpose of this activity is to
develop fluency. Students should speak
without fear of interruption for error

(25)

correction. If there are persistent errors,


T will write them down for later
reteaching or review.
1.3 Post-Stage:
T will call for 3 volunteers or
pick on 3 Ss to come up to the
class and explain each problem.
T will remind the Ss to ask for
understanding and also remind
the rest of the class to indicate
their understanding/lack of
understanding.
Tangible Outcome & T. feedback/peer
feedback:
The tangible outcomes in this
activity are the
sentences/questions the Ss writes
down on the paper. It will
challenge Ss to carefully listen to
and be aware of which questions
and statements were used to
check for understanding.
Peer feedback are given during
pair share and also during the
post-stage when Ss come
together as a class. T feedback
are given when Ss work in pairs
and T are listening in as well as
during class share.
Activity 2:
Speak Out:
How to Play Your Game?

2.1 Pre-Stage
T-SS
T now moves onto the second
activity by saying they will now
have to teach their partners
something new.
Note: The purpose of this activity is to
allow Ss to have more control over the
activity by choosing a game of their own
to explain. (T is handing over the task
and responsibility to the Ss)
T passes out the handout and
asks one Ss to read the direction.
T elaborates by reminding them

7 min

they are free to choose any game


to explain.
T now demonstrates the game of
Tic Tac Toe and ask questions
to check for understanding
throughout the demo.
SS-SS
T now asks Ss to again work
their partners to explain one
game while the other person
takes notes. T reminds them to
check for the listeners
understanding and the listener
should respond by using the
expressions we practiced with.

2.2 During Stage


Ss now work in pairs and take
turns explaining a game to their
partner. The partner should be
taking notes and indicate their
understanding to the speaker.
T will walk around the classroom
Transition to #3:
facilitating the activity and
SS-SS
T says, You have just learned how
reminding Ss to use confirmation
to confirm and indicate
expressions. T may jot down any
understanding using different
common errors Ss may seem to
expressions. However, there are
be struggling with and address it
times when instead of saying
either at the end of the activity or
directly or explicitly, I dont think
as a reteaching point in the next
I understand, you may indicate
class.
your lack of understanding by using
If Ss struggle with coming up
a different intonation (tone of
with an idea for the game, T may
voice). For example, you
provide a common game for
mean?. So, for pronunciation of
them to explain (this assures Ss is
this unit, we are going to talk about
spending the time practicing
intonation.
speaking and not getting stuck on
coming up with an idea for the
game).
2.3 Post Stage
Depending on how much time is
left, T will call on 1~3 students
to share with the class what game
their partner has taught them. Ss
are allowed to the use the notes
they have taken to explain. T will
ask the student who is sharing to

15
min

8 min

(30)

also check for confirmation with


the rest of the class while other
Ss respond using the appropriate
expressions.
T tells Ss they did a good job and
sums up the lesson by saying the
next time they are having a
conversation, they should keep in
mind to check for understanding
with their listeners and to listen
carefully to what their listener is
saying to indicate whether they
have understood or not.

Tangible Outcome & T. feedback/peer


feedback:
The tangible outcomes in this
activity are the notes that the
listener takes. The notes reflect
the listeners understanding and
whether the speaker did a good
job conveying the instructions by
checking for understanding.
Peer and T feedback is given
during pair share as well as the
class share.
Activity 3:
Pronuncaition - Intonation

3.1 Pre-Stage:
T makes sure everyone
understand what intonation is.
Explanation will be given if
necessary
T then illustrates the importance
of using intonation in expressing
different functions or emotions
by having ss work in groups and
come up with different ways to
say a sentence displayed on the
screen (Sentence: I have
something to tell you)
After the group work, T will call
on ss and ask them to say the
sentence aloud in different ways
and have them give the scenario
or situation in which they would
use the sentence the way they did

T-SS
5min
TSS&SSSS

8min
T-SS

Transition to #4: Any questions


regarding intonation? If not, lets
practice a little bit more on
intonation but this time lets do
something fun!

T then introduces the different


types of intonation (falling,
rising: low rising, high rising)
T elicits from the students when
to use falling and when to use
rising tones. (Falling: Statement/
Wh- questions; Rising: Yes/No
questions)
T points out that rising tones can
be also used on affirmative
sentences and change them into
questions that express different
functions such as seeking for
confirmation, expressing
surprise, doubt or disbelief, etc.
(Illustration with concrete
examples in the textbook will be
given and displayed on the
screen)
Examples:
1. Hed worked there a MONTH.
(Rising-Falling Intonation:
Statement - This is what he said.)
2. Hed worked there a MONTH?
(Low Rising: Confirmation - Is
this what you said)
3. Hed worked there a MONTH?
(High Rising: Surprise - Really?
Seriously?)
After the instruction, T will have
ss to get familiar with using tones
using the exercise in the textbook
by first identifying the intonation
and then practicing the dialogue
using the correct intonation.
T will give ss directions on how
to complete the exercise.
(Directions will also be displayed
on the screen)
3.2. During Stage:
Ss complete Exercise 4 on page
38 in the textbook
Ss practice the dialogue with
partners
3.3 Post-Stage:

7min
SS-SS

5min
TSS&SSSS

(25)

T will call on 1 to 2 pairs to read


the dialogue out loud using the
intonation they filled out in the
exercise
T asks other pairs if there is any
disagreement regarding the
intonation used for each sentence
in the dialogue?
T will play the recording and ask
ss to check if they have the right
intonation.

Tangible Outcome & T. feedback/peer


feedback:
Tangible Outcome: The exercise
ss completed in which they
identify and practice the different
intonations.
Peer feedback will be giving
during the group work where ss
discuss the different ways to say
the sentence I have something
to tell you as well as during the
pair work when ss work with
their partners to figure out the
correct intonation to apply to the
dialogue. T feedback will be
given during the group and pair
work by monitoring the groups,
listening to their answers and
opinions and making comments.
T corrective feed back will also
be given during the post-stage
when ss check and compare their
answers to the recording.
4.1 Pre-Stage:
T has ss do an integrated activity T-SS
Pronunciation - Integrated Activity
on practicing intonation.
(Writing + Speaking)
T will read through the directions
on how to conduct the activity
step by step with the ss together
(Directions will be displayed on
the board).
Activity 4:

Directions:
Background:

5min

Imagine you are a director and


scriptwriter of a film. You are planning
to write a scene that later you are going
to have your actors/actresses act out in
your film. In your scene, you must
include one of the following sentences:
1. Janice is my best friend?
2. I am going to Paris?
Pay attention to the intonation of the
sentence
STEP 1:
Brainstorm with your partner the
scenarios or situations in which
you can use the sentence with the
intonation it indicates.
Decide with your partner on
which intonation (low rising or
high rising) you want your actor
to use
Write a script (a dialogue that
involves two persons) that
includes the sentence you are
assigned
Your script will be collected
P.S. To have your actors better
understand the scene, you can also write
a couple of sentences to describe the
setting of the scene: where does happen?
Who are the characters? What is their
relationship? What are they doing or
talking about)

STEP 2:
Script randomly distributed to the
groups
Read the script that you received
with you partner
Discuss what intonation/tone the SStarget sentence is indicating and SS&Twhat function it is expressing
SS
(question? surprise? doubt?
confirmation?)

15min

Transition to Wrap-Up: Thats it


for the lesson today, for your
homework

Practice the script with your


partner (Try to memorize if you
can).
You will be asked to act out the
scene
STEP 3:
With your partner, act out the
script (be a professional actor!)
While the pair is acting, the
director/scriptwriter of the film
should listen and observe
carefully, you will be asked to
decide whether or not to pass or
cut and redo the scene
Give your reasons for PASS
(why you are satisfied with the
actors performance) and CUT
(why you are not satisfied?)
4.2. During Stage:
Ss discuss and write the script
with their partners
Ss switch the script and practice
the script they received with their
partners
4.3 Post-Stage:
Ss will act out their scripts
Ss who wrote the scripts will
comment on how well the actors
interpret the script especially the
target sentence (Did they use the
right intonation? If not how it
can be improved?)
T will comment and compliment
on ss active work in the activity
and have students vote for the
best script/actor/actress (Results
will be given next time)
Tangible Outcome & T. feedback/peer
feedback:
Tangible Outcome: The script ss
wrote in which they interpret the
intonations and tones of a
sentence.

SSSS&TSS

10min

(30)

Wrap-up

Peer feedback will be given when


ss work in pairs to write and
practice the script as well as
during the post-stage where
students comment on the other
pairs performance on the script.
T feedback will be given during
the pair work by monitoring and
guiding the students and answer
any questions they may have as
well as during the post-stage
where T comments on students
performance on the script.
Corrective feedback may be
given if ss interpret the
intonation incorrectly.

Ss will fill out a survey with a guest


teacher for research purpose

5min
(5)

Lesson Evaluation Procedures:


Assignment: Complete Practice 2 on
page 25 and Practice 10 on page 30 in
the WORKBOOK.
Materials:
Dry-ease marker and eraser
Lesson PowerPoint Slides
Recording google music
Scratch paper
Anticipated Problems & Suggested Solutions:
Even though students get to practice using confirmation questions and expressions in
activity #1, students may struggle with activity #2 when trying to think of their own game to
teach. We anticipate that the students might spend a lot of time thinking of a game to teach
instead of really focusing on the speaking aspect. Solution: T will prepare list of games in
advance that most people will know how to play and if necessary, the T can suggest the Ss to use
those games to teach.
For the script writing and role-play activity, it gives students a lot of space to imagine a
scenario and come up with a script since they are given only one sentence they are required to
use in the play and they can be as creative as they want for the rest part of they play, however,
this could make the activity harder since it is too broad, so students may not know where and
how to start. Solution: T will monitor the groups during the activity by giving each group
suggestions, lead the discussion and contribute ideas for writing the script if necessary.

Contingency Plans (what you will do if you finish early, etc.):


If we finish early, we will have ss review the vocabulary in the Figure It Out activity by
completing the exercise on page 35 in the textbook.
Post-Lesson Reflections:
The class went well overall. For the intonation activity, the anticipated problem did not come up.
It turned out that although the topic is broad but because of the pre-teaching activity (I have
something to tell you situations) and the detail directions both verbalized and written on the
screen, students were able to narrow down the topic to specific scenes and situations without too
much scaffolding.

Lesson 21 - Unit 4
Teachers: Grace Chang, Yinan Gong
Level: Intermediate 4 (I4)
Date/Time: Wednesday, November 6, 2014, 7:10pm - 9:10pm
Goal:
Students will learn a new tense/aspect and distinguish the difference between the new
tense/aspects and other tenses/aspects with regards to the time reference. Moreover, students will
learn how to identify and use, in speaking and writing, cause and results words.
Objectives (SWBAT):
Students Will Be Able To
1. Talk about past events by distinguishing the difference between past perfect tense and other
tenses used to refer to events happened in the past
2. Use the past perfect tense to talk about past events through grammar drills and integrated
activities
3. Write and speak cause and effect words like because, so, as, since, due to, etc.
4. Listen and identify cause and results key words in a conversation and mark down whether
statements are true/false according to what they have heard.
Theme: Childs Play (Grammar & Listening)
Extensions: Complete exercises with regards to the new grammar point.
Aim/Skill/Microskill

Activity/Procedure/Stage

Review or Preview (if


applicable)

Agenda:
1. Recap - 1) Announce CEP
awards (best script, best actor,
best actress) winners;
2)Complete the homework
exercise from last time
2. Grammar - Past Perfect & Past
Perfect Progressive
3. Listening - Identify causes and
results
CEP Awards winners:
Best script: Yuko & Jessies
Janice is my best friend?
Best Actor: Robson
Best Actress: Jessie

Activity 1:
Homework Exercise

Interaction Time

T-SS&SSSS

1.1 Pre-Stage:
T-SS
T briefly reviews the content
covered in the last class
T has ss complete the homework

3min

2min

exercise (Practice 2 & 10 in the


workbook) that was supposed to
be assigned last time in class
T has ss compare their answers
with ther partners after they
finish

1.2. During Stage:


Ss complete the exercise
SS-SS
individually
Ss compare and discuss their
answers with their partners
T will walk around and check ss
progress and look for common
mistakes or errors ss made
1.3 Post-Stage:
T will go over the answers as a
T-SS
class
T points out common mistakes or
errors noticed during the activity
T will ask if ss have questions
and move on to the next activity

Grammar 1 - Past Perfect

2.1 Pre-Stage:
T elicits from the ss the tenses
they have learned so far that are
used to talk about a past event
(simple past, past
progressive, present perfect,
past perfect, past perfect

5min

(20)

Tangible Outcome & T. feedback/peer


feedback:
Tangible Outcome: The exercise
that ss completed during the
activity
Peer feedback will be given when
ss compare and discuss their
answers with their partners; T
feedback will be given during the
Transition to #2: Any questions
pair discussion on the answers;
on the homework exercise? If
Ts corrective feedback will be
not lets move on to the
given during the post-stage when
grammar section of this unit
T goes over the answers with the
class and correct common
mistakes or errors.
Activity 2:

10min

T-SS

10min

progressive)
T briefly reviews the use of
simple past, present perfect and
present perfect progressive with
the ss by drawing a timeline on
the board and using sample
sentences built by the ss
Simple past: an event happend in the
past at a specified time; an event
happened in the past that has no
connection to the present
Past progressive: a continuous action in
the past which is interrupted by another
Present perfect: an event started in the
past, continues in the present; an event
in the past has connection to or
influence on the present
Present perfect progressive: an event
started in the past, continues in the
present, but emphasis on the time
duration and that the event is unfinished
T then introduces the two new
tenses that can be used to talk
about a past event - past perfect
& past perfect progressive
T lists the following sentence on
the board
Sentences:
When John Stuart Mill was three, he had
already learned Greek.
By the time he turned eight, he had also
mastered Latin.
I had eaten an apple before I ate lunch.
He had learned to play chess before he
turned six.
He turned six after he had learned to
play chess.
T has ss figure out which part of
the sentence used past perfect
T elicits from the ss the form of
past perfect (had+past participle)
T then introduces when to use
past perfect using the sentences
on the board as illustration
Use: We use past perfect to talk about an
event or activity that was completed

before another event, activity or time in


the past.
T breaks down the definition to
help ss better understand the use
of past perfect by first look at the
first past event/time and then the
even happened even before the
first past event. (T will underline
the corresponding part of the
sentence on the board)
T will also illustrate the use of
past perfect by adding it to the
timeline drawn previously on the
board
T introduces the time adverbials
usually used with past perfect
(When, before, by the time)
T makes sure ss understand the
SS-SS
grammar point and make
clarification if necessary.
T then has ss do an exercise on
past perfect.
T-SS
2.2. During Stage:
Ss complete the exercise
Ss compare and disucss their
answers with their partners

10min

5min

2.3 Post-Stage:
T will go over the answer with
the class together
T will point out common mistakes
noticed in ss work and make
clarification
Tangible Outcome & T. feedback/peer
Transition to #3:Ok, so now we
feedback:
know how and when to use the
Tangible Outcome: The exercise
past perfect but we dont only
ss completed during the activity
use it in an affirmative sentence,
Peer feedback will be given when
we also use in questions.
ss compare and discuss their
answers with their partners; T
feedback will be given during the
pair discussion on the answers;
Ts corrective feedback will be
given during the post-stage when
T goes over the answers with the

(25)

class and correct common


mistakes or errors.
Activity 3:
Grammar 1 - Past Perfect
(Contd.)

3.1 Pre-Stage:
T has ss look at the sentences on T-SS
the board and elicit from the ss
how to change the sentences into
yes/no questions & Whquestions
T then writes down the form of
past perfect questions (Yes/No:
Had + Subject +Past Participle
+ Time adverbial (before,
when, by the time; Wh- Q:
Wh- + had + subject + past
participle + time adverbial)
T makes sure ss understand the
grammar point and moves on the
group activity
T passes out the worksheet and
gives ss directions on how to
carry out the What had
happened activity.
Speaking Activity: Discuss the answers
to the following questions using past
perfect tense.
e.g. Anna was crying and her mum
SS-SS
looked angry. What had happened?
3.2. During Stage:
Ss run the activity
T will walk around and monitor
the groups
3.3 Post-Stage:
T will call on a couple of ss to
share the answers to the
questions.
T will then wrap up the activity
by pointing out some common
mistakes noticed in the ss
answers and complimenting on
their good job
Tangible Outcome & T. feedback/peer
feedback:
Tangible Outcome: The response

T-SS

3min

10min

2min

(15)

Transition to #4:
T says, Now that we have
learned some new grammar
points, we will move onto
learning some cause and effect
(result) words, which will help
with our speaking, reading, and
writing.

Activity 4:
Introduction to Cause and
Effect

ss gave to each discussion


questions
Peer feedback will be given
during the group when ss share
their opinions/answers to the
discussion questions; Ts positive
and corrective feedback will be
given during the group activity
as well as during the post-stage
when ss share their answers by
commenting on good answers
and correcting mistakes or
errors regarding the past perfect.

4.1 Pre-Stage:
T-SS
-T writes Cause and Effect on the
board and asks Ss to explain what this
means and provide several real-life
examples.
-T then asks Ss what some key words or
transition words that we sometimes
come across when reading or trying to
explain cause and effect relationships. T
will elicit responses while also adding to
the list including, because, so, as, since,
due to, if..then.
SS-SS & T4.2. During Stage:
SS
-T passes out the worksheet which
includes sample sentences (complete the
sentences worksheet) that includes those
key cause and effect relationships.
-T and Ss will work together as a class to
try to complete these sentences.
Feedback from peers and T will be given
during this time. Ss will be able to hear
from the rest of the class some sample
sentences and also be able to ask
questions as we complete them.
SS-SS & T4.3 Post-Stage:
SS
-T leaves 3 questions and asks Ss to
complete them individually. Ss are asked
to work with a partner to share their
answers.
-T will round the group back together

10
min

15
min

15
min

Transition to Activity #5:


T says, Now that we are more
familiar with some of the key
words used in cause and effect
relationships, we are going to
listen to an audio clip about
Dan, a child prodigy and see if
you can identify whether the
cause and effect relationships
are true or not.

and ask if Ss need any further


clarification.

(40)

Tangible Outcome & T. feedback/peer


feedback:
The tangible outcomes in this activity
are the answers students write down on
the worksheet with requires Ss to
complete the sentences using those cause
and effect relationships. For example a
sentence may be, I dont have any
money. As a result, _____ and Ss are
asked to fill in the blanks and provide
reasoning.

5.1 Pre-Stage
T-SS
-T now asks one student to read the
Listening Activity instructions for the listening activity on
Identifying Causes and Results pg. 38 in the textbook. Then T reviews
the statements with the Ss and instructs
them to listen carefully and mark T/F
depending on what they say.
-T clarifies that this is a conversation
between Dans mother and Dans doctor.
T reminds students to listen for key
words and also the conversation as a
whole (not just one statement or
sentence) to decide if the statement is
SS-SS
true or false.
Activity 5:

5.2 During Stage


-T plays the audio twice. The second
time around the T may pause at certain
points to clarify what the doctor/mother
says and allow Ss to make better
judgements on their T/F answers.
5.3 Post Stage
-T asks Ss to go around the circle to
share their answers and support their
claims according to what they have
heard. T may replay certain segments
and provide clarifications. Ss are
encouraged to help each other answer
Transition to Wrap-Up:
T says, Great job everyone. We questions while T only act as the
facilitator of the dicussion.
have covered some important

3 min

10
min

SS-SS & TSS


7 min

(20)

grammar points earlier today


and in order to let you practice
more, please complete the
assigned homework in your
workbook.

Wrap-up

Tangible Outcome & T. feedback/peer


feedback:
The tangible outcomes in this activity
are the T/F answers they mark down in
the textbook according to what they
have heard and what they have read in
the statements. T and Peer feedback are
given during class share/going over
answers.

Lesson Evaluation Procedures:


Assignment: Complete Exercise 2 on
page 36 in the TEXTBOOK and Practice
6 on page 27 in the WORKBOOK

Materials:
Dry-ease marker & eraser
Grammar activity worksheets (2 worksheets 14 copies for each)
Cause/Effect worksheets (14 copies)
Audio clip
Anticipated Problems & Suggested Solutions:
Tenses are always confusing especially students have already had knowledge of many other
tenses that are associated to but different from the one introduced in the current lesson. Solution:
T will try to use multi tools or methods to deliver the grammar point such as drawing time lines,
teaching tricks, etc. to make the instruction clearer to the ss.
Ss may struggle with the listening activity (identifying cause and results), because the speakeres
speak rather fast. The T/F statements may be a little confusing, because the students will need to
listen not only to one speaker but two speakers in order to make a judgement. For example, the
mother says Dan is losing his intelligence little by little and the doctor follows by saying,
That is not at all the case. So Ss will need to listen to both speakers in order to mark F on the
statement that says, Dan is losing his intelligence little by little. Solution: T will remind Ss to
listen to both speakers and maybe even pause at question b. to demonstrate that the statement
Dan is losing his intelligence little by little if false.
Contingency Plans (what you will do if you finish early, etc.):
If we finish earlier, we will have ss do the homework exercise in class and discuss their answers
with their partners.
Post-Lesson Reflections:

As anticipated, some students got lost in the grammar instruction. We tried to offer help to
individuals during the pair work when they work together to complete a cloze exercise and we
realized that ss have difficulties in distinguishing the difference between the past perfect and the
simple past. We wrapped up the activity by introducing an easier way at the end of the class to
help ss distinguish the difference between the two tenses but we need to review it in detail next
time and have them do more exercises to make sure that they fully understand the use of each
tense and the difference among them. In addition, as a result of the difficulty in completing the
cloze exercise, we were not able to conduct the second grammar activity in class.
The listening part of the lesson was indeed a little confusing but luckily after the teacher demo
the students caught on and understood they needed to listen to conversation as a whole in order
to complete the exercise correctly. This was a great teaching point too, because it allowed
students to know that in order to fully comprehend a conversation, they cannot just listen to
individual sentences, but the conversation as a whole.

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